THE USE OF RECIPROCAL TEACHING IN TEACHING MONITORING SKILLS TO EFL UNIVERSITY STUDENTS

El Hamydy El Mehdi

Abstract


This paper examines the impact of Reciprocal Teaching (RT) on fostering monitoring skills—questioning, predicting, clarifying, and summarizing—among Moroccan EFL university students. Using a quasi-experimental design, this paper evaluates the performance of two groups in pre-, post-, and delayed tests. The participants were sixty Moroccan EFL university learners (N=60). Reciprocal teaching was employed to instruct the experimental group (n=30) in four monitoring skills—questioning, predicting, clarifying, and summarising (Palincsar & Brown, 1984). Nonetheless, the control group (n=30) was taught differently. The Repeated-Measures ANOVA Test and the One-way MANOVA Test were utilized to run the statistical analysis. At the end of the intervention, a feedback questionnaire was given to the experimental group. The findings add to the ongoing discussion about the effectiveness of RT in fostering monitoring skills in different cultural settings. Replicated in an under-researched context, RT enabled Moroccan second-year university students in the experimental group to sustain gains and score higher in clarifying, questioning, summarizing, and predicting. The findings of the feedback questionnaire also aligned with the study's overall results. Implications, future research, and limitations are also discussed.

 

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Keywords


clarifying, comprehension-monitoring, monitoring skills, predicting, questioning, reading comprehension, reciprocal teaching, summarising

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6303

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